Text Book Tables Competencies for opening a lesson Competencies for explicit modeling Competencies for conducting guided practice Competencies for conducting independent practice Competencies for monitoring progress and providing feedback Competencies for promoting generalization Competencies for fostering independence Competencies for using questions SLANT mnemonic S—Sit up straight L—Lean forward in your desk. A—Act interested. N—Nod occasionally to signal understanding. T—Track the teacher with your eyes
Accommodating Students with Learning Problems in General Education Classrooms
Accommodations Involving Materials
Use of audio recording: many difficulties are related to reading disabilities and using audio is a great way to overcome this difficulty.
Clarify or simplify written directions: can help students by underlining or highlighting significant parts of the directions.
Present small amount of work: tear pages from work books so students don’t get so overwhelmed
Block out extraneous stimuli: can use a blank sheet of paper to cover up certain parts of a worksheet
Highlight essential information: make important information with a pen or highlighter.
Locate place in consumable material: allow students to make adaptations to their work books so it is easily seen for them and their teacher where they are at in the workbook.
Provide additional practice activities: teachers need to supply material with practice activities.
Provide glossary in content areas: students often benefit from a glossary of content-related terms
Develop reading guides: provides the student with a road map of what is written and helps with comprehension.
Accommodations Involving Interactive Instruction
Use explicit teaching procedures: demonstrate the skill, provide practice, and offer feedback
Repeat directions: have the students repeat the directions in their own words
Maintain daily routines: students like the structure and knowing what is going to happen next.
Provide copy of lecture notes: give notes to students who have difficulty taking notes
Provide students with a graphic organizer: helps students listen for key information
Use step-by-step instruction: helps learners with limited prior knowledge who need explicit or part to whole instruction.
Combine verbal and visual information: can provide visual displays
Write key points or words on the chalkboard: using chalk board, white board, or transparencies
Use balanced presentations and activities: balance between oral and visual presentations as well as large and small group activities
Use mnemonic instruction: helps students remember key information
In a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly support the use of mnemonic strategies for students with disabilities across settings.
Emphasize daily review: helps students connect new information with prior knowledge.
Accommodations Involving Student Performance
Change response mode: underlining, selecting, sorting, or marking
Provide an outline of the lecture: outline enables some student to follow the lesson successfully and make notes
Encourage use of graphic organizers: organizes material into a visual format.
Place students close to the teacher: away from distracting sounds, materials, or objects
Encourage use of assignment books or calendars: record assignments, due dates, school activities
Reduce copying activities: include information or activity on handouts or worksheets
Have students turn lined paper vertically for math: help keep numbers in appropriate column
Use cues to denote important items: asterisks or bullets can denote questions or activites
Design hierarchical worksheets: design worksheets that flow easiest to hardes
Allow use of instructional aids: students can be given letter and number strips to help them write correctly
Display work samples: helps students realize expectations and plan accordingly
Use peer-mediated learning: pair peers of different ability levels to compare and review notes
Encourage note sharing: students can use carbon paper or a notebook computer to take notes and then share them with absent students.
Use flexible work times: give students who work slowly additional time to complete assignments
Provide additional practice: all students require different amounts of practice
Use assignment substitutions or adjustments: students can be allowed to complete projects instead of oral reports and vise versa.
Text Book Tables
Competencies for opening a lesson
Competencies for explicit modeling
Competencies for conducting guided practice
Competencies for conducting independent practice
Competencies for monitoring progress and providing feedback
Competencies for promoting generalization
Competencies for fostering independence
Competencies for using questions
SLANT mnemonic
S—Sit up straight
L—Lean forward in your desk.
A—Act interested.
N—Nod occasionally to signal understanding.
T—Track the teacher with your eyes
Accommodating Students with Learning Problems in General Education Classrooms
Accommodations Involving Materials
Use of audio recording: many difficulties are related to reading disabilities and using audio is a great way to overcome this difficulty.
Clarify or simplify written directions: can help students by underlining or highlighting significant parts of the directions.
Present small amount of work: tear pages from work books so students don’t get so overwhelmed
Block out extraneous stimuli: can use a blank sheet of paper to cover up certain parts of a worksheet
Highlight essential information: make important information with a pen or highlighter.
Locate place in consumable material: allow students to make adaptations to their work books so it is easily seen for them and their teacher where they are at in the workbook.
Provide additional practice activities: teachers need to supply material with practice activities.
Provide glossary in content areas: students often benefit from a glossary of content-related terms
Develop reading guides: provides the student with a road map of what is written and helps with comprehension.
Accommodations Involving Interactive Instruction
Use explicit teaching procedures: demonstrate the skill, provide practice, and offer feedback
Repeat directions: have the students repeat the directions in their own words
Maintain daily routines: students like the structure and knowing what is going to happen next.
Provide copy of lecture notes: give notes to students who have difficulty taking notes
Provide students with a graphic organizer: helps students listen for key information
Use step-by-step instruction: helps learners with limited prior knowledge who need explicit or part to whole instruction.
Combine verbal and visual information: can provide visual displays
Write key points or words on the chalkboard: using chalk board, white board, or transparencies
Use balanced presentations and activities: balance between oral and visual presentations as well as large and small group activities
Use mnemonic instruction: helps students remember key information
In a review of the literature, Wolgemuth, Cobb, and Alwell (2008) strongly support the use of mnemonic strategies for students with disabilities across settings.
Emphasize daily review: helps students connect new information with prior knowledge.
Accommodations Involving Student Performance
Change response mode: underlining, selecting, sorting, or marking
Provide an outline of the lecture: outline enables some student to follow the lesson successfully and make notes
Encourage use of graphic organizers: organizes material into a visual format.
Place students close to the teacher: away from distracting sounds, materials, or objects
Encourage use of assignment books or calendars: record assignments, due dates, school activities
Reduce copying activities: include information or activity on handouts or worksheets
Have students turn lined paper vertically for math: help keep numbers in appropriate column
Use cues to denote important items: asterisks or bullets can denote questions or activites
Design hierarchical worksheets: design worksheets that flow easiest to hardes
Allow use of instructional aids: students can be given letter and number strips to help them write correctly
Display work samples: helps students realize expectations and plan accordingly
Use peer-mediated learning: pair peers of different ability levels to compare and review notes
Encourage note sharing: students can use carbon paper or a notebook computer to take notes and then share them with absent students.
Use flexible work times: give students who work slowly additional time to complete assignments
Provide additional practice: all students require different amounts of practice
Use assignment substitutions or adjustments: students can be allowed to complete projects instead of oral reports and vise versa.
Accommodations
Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)